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1) You could see the overview of the presentations in the attached.

2) As you watch the presentations, please post your comments/questions under the specific presenters' columns. Please watch and post responses to at least 5 presentations (Pri or Sec) by Fri, 15/10, 5.15pm.

3) Click on (+) to add a new comment/question, or (Add comment) to respond to an existing comment/question.

4) Please state your NAME and SCHOOL when posting. (See below for example)

5) Due to time constraints during the symposium, the presenters will respond to all questions by Fri, 22 Oct 5pm.

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"Differentiated instruction in a ukulele module" by Athena Choo (Xingnan Primary School)

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"Differentiated instruction in a ukulele module" by Athena Choo (Xingnan Primary School)

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https://vimeo.com/622016137/7747748711

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Athena Choo: Differentiated Instruction in a ukulele module

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Zoom (Rejoin at 5.15pm):
https://moe-singapore.zoom.us/j/84820726148
Meeting ID: 848 2072 6148
Passcode: cinlc2021

Pri:
https://go.gov.sg/musicci21pri

Sec: https://go.gov.sg/musicci21sec

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"Investigating the effectiveness of GarageBand to facilitate better understanding and use of musical elements in music creation" by Darren Sandosham (St Stephen's School)

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"Investigating the effectiveness of GarageBand to facilitate better understanding and use of musical elements in music creation" by Darren Sandosham (St Stephen's School)

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https://vimeo.com/618596396/0ca9f0f74e

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Darren S. : Investigating the effectiveness of DAW to facilitate understanding & use of musical elements in music creation

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"Students' musical responses to blended learning" by Eileen Chia (Xinhua Primary School) & Teo Xin Ning (Punggol View Primary School)

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"Students' musical responses to blended learning" by Eileen Chia (Xinhua Primary School) & Teo Xin Ning (Punggol View Primary School)

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https://vimeo.com/618508821/3490232f03

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Eileen Chia & Teo Xin Ning: Students' musical responses to blended learning

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"Using the flipped classroom approach in a music ICT module to enhance learning" by Celine Lim and Ong Ding Yi (Xinmin Primary School)

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"Using the flipped classroom approach in a music ICT module to enhance learning" by Celine Lim and Ong Ding Yi (Xinmin Primary School)

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https://vimeo.com/627191726/c6dd773316

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Celine Lim & Ong Ding Yi: Using the flipped classroom approach in a music ICT module to enhance learning

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"Growing Students through Inclusive Music Classrooms" by Jessica Chaw (Edgefield Primary School)

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"Growing Students through Inclusive Music Classrooms" by Jessica Chaw (Edgefield Primary School)

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https://vimeo.com/618731184/d9f09a2722

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Jessica Chaw: Growing students through inclusive music classrooms

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"Music Composition using GarageBand" by Phang Sze Mein (Woodgrove Primary School)

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"Music Composition using GarageBand" by Phang Sze Mein (Woodgrove Primary School)

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https://vimeo.com/627183210/7aef03f99e

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Phang Sze Mein: Music composition on GarageBand

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"Investigating the use of body percussion activities to promote students' engagement in music lessons" by Geraldine Lim (New Town Primary School)

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"Investigating the use of body percussion activities to promote students' engagement in music lessons" by Geraldine Lim (New Town Primary School)

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https://vimeo.com/622016352/68effb3b54

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Geraldine Lim: Investigating the use of body percussion activities to promote students' engagement in music lessons

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"Investigating whether the use of music technology increases students' intrinsic motivation" by Grace Lee, Jocelyn Lau, Kwa Yan Teng and Sally Yong (Casuarina Primary School)

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"Investigating whether the use of music technology increases students' intrinsic motivation" by Grace Lee, Jocelyn Lau, Kwa Yan Teng and Sally Yong (Casuarina Primary School)

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https://vimeo.com/622016889/1a17fa0c6c

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Casuarina Primary School: Investigating whether the use of music technology increases students' intrinsic motivation

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Grace Lee, Jocelyn Lau, Kwa Yan Teng & Sally Yong

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"Using tiered assignments in differentiated music classrooms" by Anna Chen (Rosyth School), Chen Limin (Maha Bodhi School) and Quah Hui Ling (Northshore Primary School)

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"Using tiered assignments in differentiated music classrooms" by Anna Chen (Rosyth School), Chen Limin (Maha Bodhi School) and Quah Hui Ling (Northshore Primary School)

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https://vimeo.com/627184443/37a16c36c1

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Anna Chen, Chen Limin & Quah Hui Ling: Using tiered assignments in differentiated music classrooms

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"Investigating the use of STACK framework to build learner confidence in beginner song writing" by Rachel Han (Kong Hwa School)

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"Investigating the use of STACK framework to build learner confidence in beginner song writing" by Rachel Han (Kong Hwa School)

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https://vimeo.com/627270733/9ad2665cf1

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Rachel Han: Investigating the use of STACK framework to build learner confidence in beginner song writing

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"Developing confidence to play the ukulele using the flipped classroom approach & PLDs" by Goh Wan Yu (River Valley Primary School)

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"Developing confidence to play the ukulele using the flipped classroom approach & PLDs" by Goh Wan Yu (River Valley Primary School)

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https://vimeo.com/622254106/11eaa1461e

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Goh Wan Yu: Developing confidence to play the ukulele using the flipped classroom approach & PLDs

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"Use of digital music instrument in the learning of resonator bells and its effects" by Angela Kwan (Cantonment Primary School)

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"Use of digital music instrument in the learning of resonator bells and its effects" by Angela Kwan (Cantonment Primary School)

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https://vimeo.com/623990095/c203d89867

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Angela Kwan: Use of digital music instrument in the learning of resonator bells and its effects

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"Investigating how clarity in learning impacts students' learning & decision making" by Jane Chua (Chua Chu Kang Primary School)

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"Investigating how clarity in learning impacts students' learning & decision making" by Jane Chua (Chua Chu Kang Primary School)

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https://vimeo.com/624263309/c371879143

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Jane Chua: Investigating how clarity in learning impacts students' learning & decision making

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"Visualization of sound using digital tools and it's effect on student learning" by Alwin Tien (Fengshan Primary School)

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"Visualization of sound using digital tools and it's effect on student learning" by Alwin Tien (Fengshan Primary School)

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https://vimeo.com/618596665/0d85fc8a51

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Alwin Tien: Visualization of sound using digital Tools and it's effect on student learning

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1) You could see the overview of the presentations in the attached.

2) As you watch the presentations, please post your comments/questions under the specific presenters' columns. Please watch and post responses to at least 4 presentations (Pri or Sec) by Fri, 15/10, 5.15pm.

3) Click on (+) to add a new comment/question, or (Add comment) to respond to an existing comment/question.

4) Please state your NAME and SCHOOL when posting. (See below for example)

5) Due to time constraints during the symposium, the presenters will respond to all questions by Fri, 22 Oct 5pm.

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This Tedtalk by Jacob Collier was used as discussion topic to talk about rhythm, melody and harmony. This was done in SLS. https://www.youtube.com/watch?v=dDZoGcQVjJg

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Song Maker links of Pupil's Work
Tokyo https://musiclab.chromeexperiments.com/Song-Maker/song/5409094215663616
Rain https://musiclab.chromeexperiments.com/Song-Maker/song/6343025987420160
Feeling Calm https://musiclab.chromeexperiments.com/Song-Maker/song/6335919064350720

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Hi ABC, thank you for your presentation. I really enjoyed... I was wondering why/ how/ what...

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Dear Jessica,
Great Job!! Thank you for sharing your findings. I really enjoyed how you get to know the child first and then try to get them to learn as best as they can. Great ideas for making classroom resources, like stickers and charts, I think these resources are very useful even to typically developing children. Do you mind sharing?

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Dear Sze Mein, thank you for sharing your project with the Primary 5s! I am inspired to create a lesson like you too for the upper primary students using GarageBand. I was wondering how do you let your pupils know if their creation is "acceptable" or not? From my experience, pupils are just exploring the app and not really creating a "nicely sound" creation. Wonder, what are your thoughts on this. :) Thank you!!

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Hi Jessica, thank you for sharing about the Ecological Framework and UDL Framework. The case studies are helpful in illustrating how the various components of the Frameworks are to be considered, and examples of UDL listed provide good ideas how to support diverse needs of learners. Planning lesson activities with UDL in mind also benefit all types of pupils. =)

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Hi Alwin, thanks so much for sharing.
Love your students' works and reflections as well :)
When you shared that they have to re-do their composition, can I have a rough indication of the amount of time that they take for their composition? Do they do it during lesson time for face to face sessions?

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Hi Wan Yu, thanks for the sharing! Very good idea in using the screen mirroring function and projecting on screen such that everyone in class can really see the fingering clearly. Just like to ask with regards to those who play the song via GarageBand smart instrument, how many of them actually can keep to the beat and is it difficult for them to do finger transition on the real ukulele when they are back f2f eventually?

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Dear Jessica

Thank you for sharing! You provided some ideas to support our students. I am currently reading up about UDL to see how it can benefit my students. Can you share some of the resources as well? Thank you!

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Good job, Alwin. Sound maker looks really captivating for our children and am glad to see that they had so much fun learning and exploring.

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Hi Anna, Limin and Hui Ling, thank you for your presentation. I really enjoyed your sharing. My school is also in the midst of conducting a lesson using tiered assignment. Some questions I have:
1. After identifying the students based on the pre-assessment results, do you need to re-group the students seating arrangement according to the level they are at when they are working in pairs? Am wondering how to make it feasible with the SMM in place.
2. Also, for the creation of melodic ostinato, how did you facilitate this part. Did you get them to try out their composition using individual resonator bells or xylophones or sing it out in the head?
3.Finally, for the adjustment of the tiered levels, is this done ad-hoc in class as the teacher walks around? Was there enough time to monitor all of the student's work if so?
4. Are there any extension/remediation activities to support/stretch those who cannot even meet the base-line for tier 1 or have already met the tier 1 and tier 2 activities i.e. support the struggling learners, engage all, stretch the abled.
Thank you very much!

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Hi Jessica, thank you for the sharing of the EF and UDL, and the journey you have taken with your students! Enjoyed the enactment of the UDL with the consideration from the factor in EF. It's a good reminder that within the General Music Classroom, we have the ability to consider more individualised approaches or these SEN students, in order to make them feel invited and the lesson an inclusive one.

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[Reposting from an anoymous post] Dear Sze Mein, I loved your idea of the videos and flipped classroom approach. Did it help to improve the instructional F2F ie. didn't have to say so much or repeat things ? What was your experience?

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Thank you Angela for creating this lovey virtual resonator bells program with excellent user experience features (colorful, sounds like the real thing etc). I think SLS now provides the 2-column display feature which can help students overcome the multiple-tab challenge. We teachers look forward to using this for HBL!

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Thank you for sharing, Rachel! I can understand the challenges that you faced incorporating GarageBand into music lessons, especially when time is always not on our side for upper primary!
I'm wondering, on a non-COVID year, how many terms would you allocate for this song writing module, with S.T.T.A.C.K in mind?

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Hi Angela, thank you for sharing the usage of virtual instruments in the classroom. Through your sharing, we can learn the benefits, limitations as well as considerations to take note of when using these instruments.

These instruments can help to enhance students' learning and promote self-directed learning despite limited access to the actual instruments. Thank you also for creating so many wonderful virtual instruments on Scratch. They are really beneficial!

Thank you once again for the rich sharing!

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Hi Darren, thanks for the interesting sharing of using GarageBand App with the upper primary and through it fulfilling LO5. Would like to ask if there is a guide as to how students can compose their own lines for the jingles? Or is it free response totally? Is the product meant for summative assessment as well?

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Dear Rachel, thank you for such a clear and interesting presentation. It was really easy to follow and understand. What you are doing is something really crucial in building the Teacher-Student-Relationship. This will not only allow for greater success in your lessons, but you gain students (and their love) not for a year but forever!

I do have some questions in some of your steps.

1) Do you provide the same backing track for the students to begin their music writing journey?
2) During the process of creation, how much room is there for students to 'abandon' an idea which they have worked on, to start a brand new one?
3) Are you able to share how does your assessment rubrics look like?

Lastly, I really agree with you. Confidence is the key to giving students mileage in learning. And that song (especially lyrics) writing is really a personal journey as we interpret mood/expression differently.

Thank you!

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I really enjoyed your presentation, it covers many of the things that I needed to know and I had shared the same concerns and struggles as well.

Some questions I have: How is the class/classroom set up for lesson, and what are the processes/classroom management strategies you would recommend for a successful lesson?
I am also interested in how do you assess them as well.

The STACK framework is very clear and well-thought out. Thank you very much for sharing!

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Dear Wan Yu,
Thank you for sharing such wonderful ideas. Your children are so fortunate to get their own Personal devices. It's really nice to see how you utilize ICT tools such as the google classroom, SLS, Flipped camera strategy etc. to enable your students to learn and revise on their own and at their own pace/ with their peers. It's sure a good way to promote self-directed learning. I'm sure they had lots of fun learning.

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Thank you for the inspiring sharing! Songmaker is really quite suitable for primary school students as it looks attractive and is user-friendly.

When Songmaker was first introduced to your students, were they provided structured guidance on how to create specific rhythms, or they were given the space to explore and find out on their own?
I am thinking of introducing it students at P2/P3 level and considering the best approach to doing it.

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Hi Anna, Limin and Hui Ling, thank you for the sharing. It shows how tiered assessment with well designed task cards can further engage students, even those with additional needs.

We are thinking of bringing in DI in a more explicit way and I am just wondering more in terms of logistics in the classroom, given that we need to be cognisant of current SMMs. I like the idea of the task cards but in light of the wipe downs, does it mean that each student gets a set of the task cards + rhythms (e.g. the laminated P1 ones had like a few of each type of rhythm notes!) and then do wipe down after the session? How did you overcome some of these constrains while maintaining the meaningfulness and fun element of musiking?

I also have a similar question about facilitating the melodic ostinato (as what was asked above), as it takes longer for students to try out the melodies and from past experience, the students have between 1-3 tries as they do want to pick the best pitches for their compositions on the resonator bells.

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Hi Alwin. Thank you for your sharing! My school has also just started on exploring chrome lab applications and I fully agree on your point about digital tools such as song maker, easing into music creation. The colour of the notes (Which corresponds to resonator bells) also helps a lot in the visual aspect. You have given me new insights on factoring in spatial thinking.

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Hi Darren, thank you for your sharing. I like the fact that you thought through every step of the way on how to help students understand and make use of the app to learn and apply musical elements. It is very relatable and adaptable to my classes. I am curious to find out how do you teach harmony to the students and how do you collect evidence of learning for it. Are students able to pick and choose the instruments for this musical element (e. guitar or keyboard) or it is pre-selected?

Thank you once again.

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Thank you Jessica for sharing your experience in using Ecological Framework and UDL Framework to provide a more inclusive music education. It's really heartening to see how the students participate in the lessons with differentiated instructions that helped them to overcome their challenges.

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Hello Geraldine! Thank you for sharing such a fun and engaging activity to start of your lessons with the upper primary. I realise as we our time spent with them is limited, it is important to create a good TSR with the class. Your findings gave me insights and ideas to carry out such activities with my classes too. Thank you!

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Thank you Rachel for the wonderful presentation. I was just wondering on a few questions
1) Do the students already have garageband background before this lesson.
2)Do you use the same backing track for the whole class?
3) During the rhythm improvisation, how do the students document their rhythm creation before adding the melody? Reason being they probably need to document the rhythm so that they do not forget about their creation the next lesson.

Lastly, thank you for the great package, i would love to try out the lesson ideas soon.

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Your design of the student's checklist 'Ukulele Punch Card' is a good idea to enable the student to do self-assessment and also self-regulated learning. Also, it enables the teacher at 1 glance at the card to know where on the learning curve is the student at. Nice idea!

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Dear Sze Mein, I faced the same issues and I am glad I am not alone! The lesson outline you shared looks manageable and I could see you had tried to break down the steps for the students to help them in their understanding. I wonder if you have recommendations on how we can assess the students' work and give feedback to them? Thank you very much for sharing with us your experiences!

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Dear Jessica,
Thank you for your wonderful sharing. I really like the quote that you ended of with about the pot of gold at the end of the rainbow. I am interested to find out more about your Ecological Framework and UDL.
1. How did you obtain the information for the Ecological Framework? Is this something that all subject teachers led by the YH have to carry out in your school for the different SEN students? Or is this something that you carry out on your own.
2. As for the UDL, in your school, do all subject teachers, work together to share some of the the different accommodations, different modes of engagement and expression? And as such is there a protocol that all teachers follow so that the child knows that for whichever subject, all the steps are the same?
I really believe that we will get better success in being an inclusive teacher if all teachers are on board to support our students with SEN. Though it will take more time to create additional resources, or reflect on what works for the child or not, in the long run, the child will definitely benefit from all the support given as it takes a village to raise the child.

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Hi Athena,

Thank you for sharing! I really like the ideas about task cards/punch cards and found them really useful.

I would like to enquire, how are the students able to hear themselves or the play along on the iPads when all of them are learning at their own pace at the same time?

How did you manage to teach, assess and observe students to group them at the same time?

Thank you!

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Thank you, Alwin, for your sharing. Interesting composition/creating ideas that your students have there. Also glad that the learning process was a fun one!
Btw, would like to clarify the bit where you mentioned that students had the space to experiment before moving on to musical instruments, I wonder how your students are exposed to a range of sounds/timbre (perhaps through listening) before they embark on their tasks?
Also, how did the school arrange the students into High Readiness HR/MR/LR classes? Did you identify them based on their readiness toward music learning?

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Thanks, Wan Yu, for sharing!

A few questions:
1. Did you consider other approaches, apart from flipped classroom, to develop students' confidence in playing the ukulele? And what made you decide on the flipped classroom approach eventually?

2. Any plans in applying flipped classroom to other instrumental learning/modules or levels?

3. Would love to hear more about how your school has leveraged the affordances of the pilot PLD programme, how it has cascaded down to the Music department and if your students have had any feedback regarding ownership and use of devices. =)

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Thank you Athena for the wondering presentation. I particularly like the Ukulele punch card idea. It encourages self-directed learning in students and also feels like a game to the students . The students must have enjoyed it and will be motivated to get their stamps for the different boxes. Love the idea and will be excited to try out the punch card for other topics too .

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Hi Jessica, thank you for your sharing. Really appreciate how you have brought in the use of the EF to illustrate how it helps us better understand the child and from that understanding, select suitable strategies to lower the barriers for the child to learn. I like how you have provided choices for these students in the music classroom. Was wondering how the other students felt about if this (as in do they get to choose too?) Also, if some do not have the SEN diagnosis but have displayed needs, r these strategies extended to them too?

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Hi Rachel, nice sharing and definitely some great ideas to use for the upper primary students.
Some questions:
1) How do you come up with the backing track?
2) What elements were you looking out for in terms of assessment?
3) How much time do you allocate for this song writing module? A term?
4) Are pupils able to figure out the rhythms of their written lyrics well?

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Dear Rachel,
Thank you for your reflective sharing. Song-writing is really not easy to teach but like what you've mentioned, to break it down into bite size would make it easier for them. I agree that song writing can be a very personal journey.

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Hi Darren, thank you for your sharing!

I am just curious about how do you teach and provide students with the foundation to rap? In the music creating, is there a standard chord progression that you provide for the students? Just wondering what were some parameters that you put in placed to help them with their arrangement, or with musical ideas, it's just up to their creativity?

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Hi Jessica, thank you for your sharing! Your understanding and patience for your students really heartens me. Your sharing has gotten me more interested in knowing more about UDL and ecological framework and I wonder whether you made any accommodations to these pupils of special needs when it comes to musical assessments. And thank you again for being so inspiring.

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Hi Rachel, thanks so much for sharing all the details of your songwriting module.
I do agree with you that sometimes we can be too ambitious and want to let the kids experience as much as they can, so simplifying some of the requirements to focus can allow the kids to focus on what they would like to spend more time on.

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I was blown away by the Padlet you provided for independent learning on Korean music. It looked super interactive!

I also love that the task was to create a musical arrangement. I enjoyed the upbeat arrangement shared in the presentation. Students must find it really interesting to hear others' arrangements as well.

Thank you so much for your sharing!

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Thank you for your sharing. I notice students were taking some notes on the Ipad using a book app. Could you elaborate a little more about it e.g. what sort of notes were they taking? Is it for his/her own feedback? Thank you.

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Dear Angela

Thank you for sharing! Yes, I agree that using virtual instruments encourage students to be more self-directed. This is especially so when they have no actual instrument to practise. I tried creating a virtual keyboard on Scratch recently as well. Took me a while to figure it out but I think it was fun to see students engage in it! :)

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Hello Alwin,
Thank you for your sharing esp the part on the data collection and analysis of results!
Was wondering for your task to the students, were there certain success criteria that you told the students to help them in their composition? What were some of the things that you shared with your students to guide them in their music composition in the sound maker. Also, when they gave in their comments to their peers, were there some things you told your students to look out for in their work and comment based on these specific elements? Or it is just general comments?
Thank you!

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Thank you for the sharing! I think that it is a great idea to create padlets to allow students learn at their own pace and have autonomy in their learning. Regarding the pair work to input the notes into Chrome Music Lab, did the students encounter any problems while doing it? What were some scaffolding or instructions provided to the students?  Thank you! :)

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Dear Darren,
Thank you for your rich sharing. Your process is very detailed and scaffolded. As the teaching periods for P5 and P6 is only 30minutes, it is really challenging to let them explore and create. But your students showed resilience and passion towards creating their own music and at the end of the project, they have really shown that they have learnt so much. Great job!

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Hey Geraldine! Thanks for your sharing! Honestly, you got me thinking why I stopped body percussion activities at upper primary. Some of the songs that you shared are those that I am teaching P5s to play ukulele with. The body percussion can be a good tuning-in and a platform to get them focused on the songs before playing on the ukulele.

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Hi Athena! Kudos to persevering through the module through this challenging period (SMM/Sch HBL etc)!  Love the idea of the punch card-- listing learning tasks clearly and definitely motivating the students! It is also lovely that the activities were conducted in groups as children's enthusiasm evidently heightens with social interactions (with SMM of course!)  =)

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HI Athena, thank you for your sharing of interesting ides eg Ukulele punch card, and the differentiated instruction for the 'Do, Re Mi' students. Like to ask the punch card does the students bring it along for every music lessons or you will help to store them? Sometimes we have a small group of students who tends to be forgetful. thks

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Thanks for the sharing. Really liked the smooth transition between song maker and garageband. There's definitely value in using both applications to enhance students' learning. I was wondering how the melody of 'Arirang' was brought over from songmaker to the garageband app? Did the students learn to export and import the melody themselves? Or is it already pre-loaded into garageband? Or did they have to re-record it in garageband itself?

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Thank you, Darren, for your presentation. I like how you are looking at the possibility of also building music literacy and understanding through Garageband and the creating tasks. You didn't have a chance to elaborate, but I'm sure you can track each individual student's responses to the pre and post survey questions to look at their development.
For some of the questions, e.g. what happens to your music when.... it's good that there was a range of responses. These responses can be shared with students so that they can see how the elements of music can be used to express different moods. For example, slow tempo might not always equate to negative emotions; slow tempo can bring about a sense of calmness in their creation.

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Hi Angela, thanks for sharing!

A couple of thoughts:
1. Was any data collected for Group 1 (the group who did not have access to the virtual instruments)?

2. For Groups 2 & 3 who used the virtual instruments - how did the students respond during f2f music lessons, when they transited back to the physical instruments?

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Thank you Angela for your sharing. I have used similar virtual xylophone for students to use and practise on  during HBL. However, I find that it cannot perform different rhythms efficiently. Like you said, it has to complete one command before moving on to the next. Therefore, instead of using it to play the melodic line of a song, I used it to get students to compose melodic ostinato in straight crotchet beats instead. This gets the musiking going and they can taste successful and be motivated to play or compose more.

:)

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Hi Rachel, thank you for your sharing! I really enjoyed the presentation. It was clear and I could follow through. I like how the STACK framework was so well thought out. It gives me confidence that the students will be able to achieve small success at writing a chorus/verse.

I would like to find out what the assessment criterias are. Thank you!

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Thank you for your sharing Jessica! I've gained valuable ideas and it is also heartening to see that the students are provided with opportunities to learn and enjoy music with their peers.

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Hi Rachel,

I am really inspired with your well-thought design of the module. It is really scaffolded and directed! =) Agree with the rest that song writing is not an easy feat to achieve, great work there! Loved the STACK framework!

Just wondering on my part. Will spiralling what is required for song writing through P4 to P6 help? =)

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Hi Athena, thanks for the lovely sharing and I particularly liked how you did the introduction questions to find out more about their learning environment, motivation and interest, and after that the curation of ukulele repertoire to cater to their interest while maintaining the LOs. Would you consider including their top interest songs such as "One Call Away" "Roar" etc as the ipad QR codes have other repertoire.

I would like to find out that in terms of assessment for the class eventually, how will it look like given low and mid readiness students are doing single chord strums while the high readiness students are already doing chord changes, and repertoire wise they do have similar chords. Thank you!

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Hi Wan Yu,
Thank you for your sharing!
I am particularly interested in the Apple Classroom that you have set up as well as the screen mirroring. Will this also be possible to carry out on school IPADs? Or is it only possible if the students have their own personal IPADs? Thank you!

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Hi Athena, love your sharing and learnt from you the ideas on differentiating the product, content, process and learning environment. Like the idea of punch card. Will adopt the idea and try out with my students! :)

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Hey Rachel, thank you for sharing your STACK framework. I really enjoyed the presentation and how you adapted the lessons to the students' needs even as it was implemented.

Songwriting is a challenge that I face with the students and I like how your framework provides clarity for the students and helps to build their confidence through trust with the teachers.

I hope to use your framework as I plan for future songwriting lessons and I am keen to find out the extensions of your project (if you're continuing with it next year).

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Really found this video presentation concise, relevant and the tools shared are so useful in creating meaningful lessons which I will defo use. Thanks for the research!

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Hi Rachel, I am very inspired by your sharing and reflections! The STACK framework is very clear and helpful. Great job in pushing through this songwriting module and to allow the P6s an outlet to express themselves! Took a close look at the lyrics and I really feel for this cohort of P6s given the SMMs this year. I can only imagine the precious moments they shared with their friends when they discuss the lyrics - if only we have more '30 mins' to hear how they really feel!

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Thank you for your sharing. I have learnt something new about creating virtual instrument using the scratch website. Now I am wondering if it is possible for me to create a virtual recorder? That would be most helpful to engage students during lessons!

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Dear Wan Yu,

Thank you for your comprehensive sharing. Your lesson plans were very useful in showing how the different tools and strategies blend together to deliver a good lesson package.
May I know if you also use the iPad for them to record their practices and performances? How are AFI and summative assessment being carried out? Should the students not be able to have an iPad at home to play, what other ways would be possible to help them? Thank you.

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Thank you so much for your sharing! =) The use of Padlet is really an interesting tool to encourage SDL especially with something enticing like what you have done for Korean Music. Definitely hours of discussion and research have done to get this going! Kudos!

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Thanks Anna, Limin and Hui Ling for your sharing of using tiered assignments in DI music classroom.
You have provided some really practical ideas on how to carry out tiered assignments. I am looking at the task cards and small papers were used to write their rhythmic composition, do students have to rewrite it on a notebook, or paper for submission and keepsake?

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Dear Athena,
I love the differentiated individual task cards and the Ukulele punch card that you created! It's such a good way to allow both teacher and learner to track their learning progress. Thank you for sharing!

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We’ve been planning to use Song Maker for 2 years now but haven’t reached to creation part. We got our P1s and P2s to just explore on the digital keyboard included in the website. Your presentation made me realise that it’s time for us to push thru with our pending plan :-) thanks Alwin

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Thank you for the sharing, I liked how you explained about the mirror image /camera, this is so useful for me in teaching guitar and ukulele, good idea! Further, I also liked how you explained about the use of stickers on their ukulele or paper fret boards, to help them with the fingering, as well as charts which could be stuck onto the fret board and removed. All very helpful teaching tools.

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Hi Geraldine. Thank you for your sharing! It has inspired me to rethink about upper primary body percussion. I think the usual upper primary programmes focuses on the synthesis of various accumulated knowledge acquired from lower levels and more ICT or in-depth instrument learning. But I can see how body percussion can also be part of this synthesis as well.

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Hi Rachel, thank you for your wonderful sharing. Song writing is a very difficult module to teach and I really like your idea of contouring melody on top of the lyrics. It is a good way to brainstorm and create the skeleton of the song, rather than to record the tune immediately. I think your really cool awesome sounding backing tracks have a lot in building your students' motivation towards success and more confidence. And in the process I wonder whether you scaffolded the rhythmic portion of their compositions in any way? :)

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Hi Anna, Limin and Hui Ling,

Thank you for the rich and clear presentation! I found the idea of getting students to create rhythms using different lengths of rhythm card really useful and interesting for students with lower ability.

I would like to ask the experience of having students doing different activities together at the same time where they are not allowed to be sitting in groups based on their assigned tiered tasks but at where they are supposed to sit. Were the students be distracted by the person next to them?

Thank you!

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Hi Geraldine, thanks for sharing!

A few thoughts:
1. I like how student engagement is defined in 3 dimensions. I might have missed this - would you be able to share the reference of the diagram, so that we can learn more about this?

2.  The selection of body percussion was intentional! I like how it not only increases engagement, but also leads to the boomwhackers segment later. Just wondering if students had any feedback or suggestions to what could keep them engaged during lessons, or if you considered other activities to engage them?

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Hi Sze Mein, thanks for the sharing and it is indeed tough to conduct an iPad lessons within 20min time constrains and having pupils to compose their own music. So the teacher's video recording for self-directed learning indeed is a good idea to save time and at the same time, we can go on and help those who are really helpless.
1) Would like to ask if you actually assess the students' creations and will the grade be used?
2) What LO do you aim to achieve in this module?

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Hi Jane! The burger looks familiar haha 😉

Anyway, thanks for the reminders of the importance of students knowing what, why and how they are learning.

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I love how the task card kept them on "task", and there was differentiated learning with different readiness levels and tiered assignments. thank you

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Thank you so much, Jocelyn, Grace, Yan Teng and Sally for your enlightenment as to how useful padlets and Garageband can be.

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Thanks for sharing, Darren! It's impressive how primary school kids can sound so gangster. Agree that there's never enough time for the students to explore the sounds and functions in the limited curriculum time.

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Dear Anna, Hui Ling and Li Min,

I like the idea of using cards with different lengths and visual cues to help learners who require more scaffolding. Thank you for sharing! I'm looking forward to try it out in my lessons.
May I know what are the considerations when crafting the assessment rubrics for such differentiated tasks?

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Hi ladies, thanks for showing a possibility of how we could introduce korean music to pupils and how they can 'remix' the piece using garageband, indeed appreciating a cultural song yet fulfilling LO2.

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Thank you for sharing! The padlet created for the students to learn about the Korean Culture is really comprehensive!

Would like to check how many lessons did the students take to do their arrangement? Did the students get back the same iPad? Otherwise, how did you get the students to send you their creation as well as save the creation?

Thank you!

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Dear Sze Mein,

Thank you for sharing with us how useful and inspirational Garageband can be in bringing out the musicality of our pupils. Appreciate your sharing greatly.